Gamificación multiplicadora: Aprende las tablas de multiplicar a través del juego

Abstract

This study aims to design and evaluate a Digital Educational Resource (DER) to enhance the understanding of multiplication among third-grade students at a rural public school with technological and socioeconomic limitations. The research emerged from a diagnostic process that identified low academic performance in mathematics, limited student motivation, and the predominance of traditional teaching methods that do not fully address students’ contextual and learning needs. The project is grounded in cognitivist learning theory, particularly the principles of cognitive development during the concrete operational stage, as well as national curricular guidelines for mathematics education. Two main analytical categories guide the study: Digital Educational Resources and multiplication learning. The proposal integrates active learning strategies, including the use of concrete materials, contextualized playful activities, visual representations, problem-solving tasks, and meaningful practice of multiplication tables through gamification elements. Methodologically, the research follows a Design-Based Research approach with a qualitative perspective. Data were collected through interviews and focus groups to support the diagnosis and validation of the digital resource. As a result, an interactive and offline-accessible DER called “Multiplica Jugando” was developed. Its implementation is expected to improve logical-mathematical thinking, intrinsic motivation, and academic performance in multiplication, promoting meaningful and autonomous learning.